Volume 15 (2023)
Volume 14 (2022)
Volume 13 (2021)
Volume 12 (2020)
Volume 11 (2019)
Volume 10 (2018)
Volume 9 (2017)
Volume 8 (2016)
Volume 7 (2015)
Volume 6 (2014)
Volume 5 (2013)
Volume 4 (2012)
Volume 3 (2011)
Volume 2 (2010)
Volume 1 (2009)
English language teaching
Reflectivity in reflective practice: A case of EFL student teachers in practicum

Najmeh Pourjafarian; Rahman Sahragard

Volume 14, Issue 30 , November 2022, , Pages 264-281


  The epistemological tenets of sociocultural theory view teacher professional development as a continuous and reflective analysis of pedagogical practices and learner development. Accordingly, inquiry-based approaches to teacher professional development and specifically reflective journals can be an asset ...  Read More

English language learning
The Joint Effects of Teacher-led and Collaborative Planning conditions and Task Complexity on L2 Oral Production

Sanaz Mohazabieh; Rahman Sahragard; Ehsan Rassaei; Mustafa Zamanian

Volume 13, Issue 28 , December 2021, , Pages 217-242


  This quantitative study aimed to investigate the combined effects of two types of strategic planning, namely collaborative and teacher-led planning conditions and task complexity on Iranian intermediate language learners' oral production in terms of complexity, accuracy, and fluency. To achieve this ...  Read More

On the Development of a Tentative Model of a Flipped Classroom Instruction and Its Effect on Iranian Intermediate EFL Learners’ General IELTS Writing

Rahman Sahragard; Mehdi Ziya; Ayatollah Razmjoo; Alireza Ahmadi

Volume 12, Issue 26 , November 2020, , Pages 239-261


  Flipped learning is an instructional approach that underlines the efficient use of classroom time by shifting the conventional activities of learners and educators in and out of the class. In flipped learning, students' roles as passive listeners change to active participants in classroom activities. ...  Read More

Is There a Place for Post-method Pedagogy in the Educational Context of Iran: Voices of EFL Teachers

Farzaneh Amiri; Rahman Sahragard

Volume 10, Issue 22 , December 2018, , Pages 1-25

  In an attempt to liberate teachers from deficiencies of the conventional methods, Kumaravadivelu (1994) proposed the concept of “post method condition” to overcome the challenges caused by the very nature of methods. The literature regarding post-method pedagogy has indicated that most of ...  Read More

Investigating the Predominant Levels of Learning Objectives in General English Books

sahar Zahed alavi; Rahman Sahragard

Volume 8, Issue 17 , July 2016, , Pages 93-114

  This study investigated nine General English books (five produced by non-native Iranian speakers and four produced by native speakers) in terms of learning objectives in Bloom’s Revised Taxonomy (2001). The aim was to find out which levels of Bloom’s Revised Taxonomy are dominant in the books. ...  Read More